To learn more about the relationship between personality type and the writing skills of college freshmen composition students, a study was conducted to explore the hypothesis that essays written by students who were N (intuitive) preference types would be judged better in overall quality than those written by S (sensing) preference types. Subjects, 40 college students enrolled in a composition course, wrote eight essays that were routinely evaluated by an instructor after each assignment during a 10-week quarter. At the end of the quarter, students answered a six-item questionnaire pertaining to various aspects of the course. Students were also asked to complete a self-report questionnaire that classified individuals according to four major dichotomous categories, resulting in a personality type that is either extravert or introvert, sensing or intuitive, thinking or feeling, and judging or perceiving. Because of the nature, the size, and the composition of the sample on which the investigation was based, results did not support the hypothesis. Other findings did indicate, however, that (1) students judged accurately the areas in which their writing improved; (2) the area of mechanics of composition consistently proved to be the most troublesome category for all students; (3) the way to organize an essay provided the least difficulty for all students; (4) the teacher-student relationship played a prime role in affecting improvement in compositions; and (5) revision led to improved essays. (HOD)